Abstract
With the COVID-19 pandemic, teaching needed to be suddenly changed to the emergency remote teaching format and after the return to face-to-face teaching there were changes. To present the professor's perception of the contributions of emergency remote teaching to their professional role in the face-to-face model. This is a qualitative research with interviews with professors who taught in the Physiotherapy course at the Midwest State University during the emergency remote teaching. Ten professors were interviewed. Learning was characterized in its knowledge construction process, models involving active methodologies were the most used, human contact gained relevance in the comments. All professors transformed their didactic action. The emergency remote teaching model promoted changes in the way of teaching and teaching models based on active methodologies were more incorporated into the face-to-face model.
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